Ambardekar Aditee P, Newell Alana, Blassius Kim, Waldrop William B, Young David A
Department of Anesthesiology and Pain Management, University of Texas Southwestern Medical School, Dallas, TX, USA.
Center for Educational Outreach, Baylor College of Medicine, Houston, TX, USA.
Paediatr Anaesth. 2020 Jul;30(7):823-832. doi: 10.1111/pan.13895. Epub 2020 May 25.
Simulation-based education is a mainstay in education of pediatric anesthesiology trainees. Despite the known benefits, there is variability in its use and availability among various pediatric anesthesiology fellowship programs.
The primary aim was to understand the current state of simulation-based education among pediatric anesthesiology fellowship programs and define barriers that impede the development of an effective simulation program.
This survey-based, observational study of simulation activities within United States-based pediatric anesthesiology fellowship programs was approved by the Institutional Review Boards (IRB) of the authors' institutions. A 35-question survey was developed in an iterative manner by simulation educators (AA, WW, DY) and a statistician familiar with survey-based research (AN) using research electronic data capture (REDCap) for tool development and data collation. Descriptive and thematic analyses were performed on the quantitative and qualitative responses in the survey, respectively, and were stratified with small, medium, and large fellowship programs.
Forty-five of 60 (75%) fellowship programs responded to the survey. The presence of a dedicated simulation program director and number of simulation instructors was positively associated with the size of program and years in operation. Dedicated simulation support was variable across programs and was usually present within the larger programs. A positive association also existed for educational activities among all programs mostly based on size of program and years in operation. Protected time was the most commonly cited barrier to having a comprehensive and sustainable simulation program. There was general agreement for establishing a standardized and shared curriculum among fellowship programs. Approximately 70% of simulation programs had no formal simulation instructor training requirement.
Simulation-based curricula are broadly offered by many fellowship programs. Improved collaboration locally, regionally, and nationally may improve educational opportunities for fellowship programs, particularly the small ones. These efforts may begin with the development of a standardized curriculum and formal instructor training programs.
基于模拟的教育是儿科麻醉学培训学员教育的支柱。尽管有已知的益处，但在各种儿科麻醉学进修项目中，其使用和可获得性存在差异。
主要目的是了解儿科麻醉学进修项目中基于模拟的教育的现状，并确定阻碍有效模拟项目发展的障碍。
这项基于调查的观察性研究，对美国儿科麻醉学进修项目中的模拟活动进行了研究，该研究得到了作者所在机构的机构审查委员会（IRB）的批准。由模拟教育工作者（AA、WW、DY）和熟悉基于调查研究的统计学家（AN）以迭代方式开发了一份包含35个问题的调查问卷，使用研究电子数据采集（REDCap）进行工具开发和数据整理。分别对调查问卷中的定量和定性回复进行描述性和主题分析，并按小型、中型和大型进修项目进行分层。
60个进修项目中有45个（75%）回复了调查。专职模拟项目主任的存在和模拟教员的数量与项目规模和运营年限呈正相关。专职模拟支持在各项目中各不相同，通常在较大的项目中才有。所有项目中的教育活动之间也存在正相关，这主要基于项目规模和运营年限。受保护时间是拥有全面且可持续的模拟项目最常被提及的障碍。各进修项目普遍同意建立标准化和共享的课程。大约70%的模拟项目没有正式的模拟教员培训要求。
许多进修项目广泛提供基于模拟的课程。在本地、区域和全国范围内加强合作可能会改善进修项目的教育机会，尤其是小型项目。这些努力可以从开发标准化课程和正式的教员培训项目开始。
